Andragogy of adult education focuses upon adults’ need for knowledge, motivation, willingness, experience, self-direction and task based learning; essential for instructional design.
Good instructional or learning design for adult centred learning
Needs Analysis – broad and deep needs analysis based on learners’ knowledge, expertise and real skill gaps
Learner Input into Design – motivated when they have input and some control over learning, activities and outcomes
Learner Centred Activity – participate in learner centred activities, interaction and social learning
Experience – opportunities to contribute knowledge, expertise and reflect on their business practice
Self Direction – contribution to and management of learning activities through tasks and problem solving; post course too.
Introduction to Digital or e-Marketing for Small Business, Instructional Design Phases
- Conduct needs analysis with broad stakeholders in small business in addition to learners.
- Learners explain how they do marketing and communications throughout course, for potential course content and activities for their business needs.
- Opportunities for pair or group based tasks and class discussion of feedback of inputs and learning outcomes.
- Broader synthesis of inputs and ideas in their own business through and with other learners, and after learning.
- Reflect upon learning, identify any gaps in knowledge or skills that need more focus.
It can be applied to individual learning objectives or outcomes whether 10 minutes or 3 hours.
Reference List:
Gutierrez, K. (2016) Adult Learning Theories Every Instructional Designer Must Know. Available at: https://www.shiftelearning.com/blog/adult-learning-theories-instructional-design (Accessed on: 20 November 2017).
Pappas, C. (2013) Instructional Design: The Adult Learning Theory – Andragogy of Malcolm Knowles. Available at: https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles (Accessed on: 20 November 2017).
